Dismantling the school sport partnership infrastructure: findings from a survey of physical education and school sport practitioners

This research examines the perceptions of education practitioners to the proposed changes to the school sport partnership (SSP) programme in England and in particular its implications for primary school physical education. It aims to explore insights into the dismantling of this partnership programme. The SSP system developed club links, increased community involvement in primary and secondary schools and arguably improved standards in physical education (PE) between 2003 and 2010. This research is based upon a survey undertaken with 70 schools in the East Midlands region of England following the announcement of the removal of SSP programme. Quantitative survey data were analysed using SPSS 17 and qualitative data were coded and analysed using thematic analysis. Findings highlighted include reduced specialist support for primary PE teaching, loss of collaborative primary PE curricular and extra-curricular club developments. There are significant implications for the quality of primary PE and physical activity opportunities made available for young people.     

Educational leadership and the Capabilities Approach: evidence from Ghana

School leaders play a central role in affecting the educational development of the young people for whom they have responsibility. This is especially the case where school leaders are operating in challenging low-income environments. This paper argues that a focus on Sen’s notions of individual agency and freedom are a necessary but not a sufficient factor in the conversion of capabilities into functionings for these school leaders. This is done through using the Capabilities Approach as a lens through which to carry out a retrospective analysis and evaluation of the activities of a group of primary school headteachers in Ghana involved in a UK Government-funded project focused on education quality. The paper argues that headteachers with the capability of initiating change in the education process in their schools are unlikely to act in this way unless they feel that they have permission to do so. It is also important that headteachers feel that they are working within a context and an environment where acting in ways which aim to improve pupil learning is seen as central to their role. This kind of supportive context for school leaders (and for other educational practitioners) cannot be divorced from a policy environment which sanctions such activities, and, hence, it is argued that such a context is crucial to policy developments which seek to establish and sustain the core capabilities which are at the heart of Nussbaum’s essentialist approach. The paper also brings to the foreground the tensions that exist between the notion of individuals being free to make choices about what they have reason to value, on the one hand, and the implications that these choices have for the freedoms of other individuals with whom they are connected to make such choices. Finally, it is argued in the paper that the action research approach used in the Leadership & Management Project in Ghana, allied to a positive policy context, provides both the sensitivity to context and a practice-oriented focus which can enable school leaders to bring about the conversion of their individual capabilities into functionings.     

Investigating provision and impact of the primary Physical Education and Sport Premium: a West Midlands case study

In March 2013, the UK government announced that it was to award the Primary Physical Education and Sport Premium funding to all English state-funded primary schools to improve provision of Physical Education and sport following the London 2012 Olympic Games. This study reports on seven schools in close geographical proximity to each other within the West Midlands region of England to find out about the provision and impact of the Physical Education and sport premium funding so far.     

Moving primary physical education forward: start at the beginning

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.     

从高校体育看中国体育教育

阳光体育运动对高校的体育教育开展提供了新的视野和发展思路,但是学校里学生对体育的认识还是不够强。也存在着这样那样的一系列问题。本文从高校体育存在的问题探索中国的体育教育。     

高校公共体育课之快乐体育教学模式的构建——从体育游戏角度出发

本文以我国学校体育教学改革为背景,以游戏理论为快乐体育模式的构建作为理论支持,从体育游戏的角度来重建快乐体育教学模式是一个全新的视角,一方面具有重要的理论价值;另一方面能够提高高校体育课教学质量。     

高校体育改革若干政策法规的回顾与分析——从改革开放后谈起

运用文献资料,对高校体育改革政策法规进行了分析:每个政策法规都对高校体育改革产生了不同程度的影响,它们以专业标准、政策居多,集中体现了针对性强的特点,这应该源于高校体育改革不断明确的"以人为本"的指导思想.     

Primary school teachers and outdoor education: Varying levels of teacher leadership in informal networks of peers

ABSTRACT

The study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then operationalized to assess teacher leadership in outdoor education. Participants were classified in three clusters, namely, “strugglers,” “domesticators,” and “succeeders”. Leadership covariated with ability to overcome obstacles, master “affordances” of destinations, and focus on on-site instruction. Peer interaction offered opportunities for reflection. Leadership categories revealed a transient character, which implied that peer interaction might facilitate empowerment. However, there were indications of protecting existing practice against innovation. Implications for leadership development are discussed.     

Educational justice for all: the capability approach and inclusive education leadership

Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included.     

探讨体育教学中如何进行德育渗透

体育教学是培养学生德、智、体全面发展的重要途径,是推行素质教育不可或缺的组成部分。本文对体育教学中的室内体育理论课、室外体育实践课及教师的言传身教三大方面如何渗透德育教育进行了初步探讨。     

“阳光体育运动”背景下的高校体育课程改革研究

阳光体育是旨在提高青少年健康水平的一项体育事业,在全国大力推行阳光体育的背景下,对高校的体育课程进行改革,以适应阳光体育运动在高校的开展,切实推行阳光体育运动,提升青少年体质健康水平。     

体育与健康课程视角下中小学体育教师的继续教育改革

通过文献资料法、专家咨询法、逻辑分析法等,针对新一轮课程改革对中小学体育教育人才素质要求不断变化的现状,首先分析了体育与健康课程的特点,进而阐明了体育与健康课程实施给教师培训部门带来的挑战;最后着重从新课程体系的培养目标、培养模式、课程设置、质量保障体系等方面展开研讨,提出对策思路。     

我国幼小衔接教育政策的演变与反思——基于对1949~2019年相关政策文本的分析

从新中国成立至今,我国就幼小衔接教育工作相继出台过一系列教育政策,经历了从幼儿园单向执行主体时期(1949~1988年)到幼儿园和小学双向执行主体时期(1989~2009年)再到多元利益相关者执行主体时期(2010年至今)的演变过程。本研究采用由政策工具和幼小衔接生态系统维度构成的分析框架对这些教育政策进行分析,结果发现其使用的政策工具趋于多元化,但各类政策工具的组合配置仍缺乏系统性;幼小衔接生态系统趋于综合化,但各子系统的具体内容仍不够全面;政策总体趋于科学化,但在幼小衔接关键问题上仍不够科学;中央政府与地方政府颁布的相关政策一致性较高,但在互补性上仍有待提高。政策工具的特性、政府的偏好、幼小衔接生态系统的复杂性及相关研究的滞后是影响我国幼小衔接教育政策的主要因素。未来在完善幼小衔接教育政策时,应注意中央政府与地方政府相关政策的衔接和互补;根据政策问题的性质选择恰当的政策工具,优化政策工具之间的组合配置;合理利用激励性工具和能力建设工具,提升幼小衔接教育政策的可行性;全面剖析幼小衔接生态系统中的各方利益诉求,统筹配置相关政策工具;加强幼小衔接关键问题研究和政策转化,促进幼小衔接教育政策科学发展。     

Developing leadership in higher education: perspectives from the USA,the UK and Australia

It is broadly acknowledged that leaders in the twenty-first century are required to navigate an increasingly complex landscape and that the types of challenges individuals and organisations face in the knowledge era require the capacity to adapt and respond to continual fluctuations and change. Outcomes from previous leadership research, combined with the perspectives of colleagues and observation over the past decade, prompted concern that leadership in higher education (HE) institutions was, in the main, not demonstrating the level of readiness or capability to effectively respond to the challenges embodied in the transition to the knowledge era. In seeking to establish how well founded this concern was, this study, supported by a Peter Karmel International Travel Grant, investigated leadership development thinking, programmes and practices within the HE sector in the United States of America and the United Kingdom, and explored how this applies within the Australian context. A number of themes emerged that support the idea that the work of leadership will ideally be based on relationships rather than the ‘command and control’ models of the past and on distributed leadership processes and practices throughout the organisation.     

论闲暇体育对河南省中小学素质教育的影响

从目前我省中小学生的闲暇时间安排现状来看,由于以往闲暇教育的缺失,一部分学校认为闲暇时间是学校课堂教学的延伸,大量布置作业;一部分家长违背学生的意愿,强迫学生参加各种形式的补习班,压缩学生课外活动的时间。其实这些是违背减轻学生负担、推进素质教育的初衷。了解学生闲暇时间的重要性,加以科学利用,将有效地提高学生身体素质。     

The management of education and the social theory of the firm: from distributed leadership to collaborative community

Modes of organisation and control within educational organisations have tended to accord with those of the workplace. Bureaucracy has endured in both. Of late, it has been loosened. This has opened up a new conceptual space within educational management and leadership. Its underlying theme is collaboration. The analysis here extends the space associated with concepts such as distributed leadership and system leadership. It draws upon the recent social theory of the firm proposed by Paul Adler and Charles Heckscher, and introduces their concept of collaborative community, a concept which when applied to educational administration re‐instates both trust and community as contributing to education, economy and society.     

挖掘教育主客体功能做好90后学生网络思想政治教育

在无处不网、无人不网的环境下,要做好大学生的网络思想政治教育,需结合学生特点和需求,加强隐性教育,激发教育客体的自主性,同时加强高校思想政治教育队伍建设,丰富教育形式和内容,增强服务性,教育主体不仅需要主动深入网络而且能够将网络思想政治教育与传统思想政治教育有机结合,有效引导学生,及时解决问题,并开展抛题式教育实践,将学生有效引向思政教育网站,达到增强网络环境下思想政治教育实效性的目的。     

Inclusive education policy: what the leadership of Canadian teacher associations has to say about it

In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a learning collaborative methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-structured protocol, 14 participants were interviewed, representing 12 Canadian jurisdictions. Results indicated a complex theme with three linked issues: leadership participants stated that their teacher membership was well aware of inclusive education policy, that their membership generally endorsed it, contingent upon adequate resourcing. The particularities of this theme, awareness-endorsement-resources, are contextualised throughout the results, and the implications are raised in the discussion.     

哲学反思思维:思想政治教育实施主体实现有效性反思的基础

反思作为哲学思维的基本特征和表现形式,具有超验性、事后之思、批判之思等特点。哲学的反思思维是人类把握现实世界不可缺少的一种方式,将其运用到思想政治教育实施主体对工作的反思中,才能为思想政治教育工作的有效开展以及思想政治教育学科的不断发展打下坚实的基础。